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SaintMaryoftheWoodsCollege

TeacherWorkSample

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TeacherCandidateName DanielleRoach

Licensure/ProgramArea ElementaryEducation

CollegeSupervisor RobertaEvans

School/Center ShakamakElementarySchool

Grade/Age 4grade/910yearsold
th

Subject General

Date 1/9/20172/2/2017

CourseNumber EDU360

TierNumber(ifapplicable)

Score________________________________________________________________________

1
Step1:ClassroomContext/CommunityandFamilyEngagement

a. Provideabriefoverviewofclassroom/schoolenvironment.Discussrelevantfactors

relatedtoyourcurrentclassroomplacementandcommunityandhowthesefactors

mayaffecttheteachinglearningprocess.Includeanysupportingevidenceand

challengesthataffectinstructioninyourcurrentplacement.Examplesofclassroom

factorsarebutnotlimitedtosizeandarrangement.Examplesofstudent

characteristicsincludebutnotlimitedtosocioeconomicstatus,giftsandtalents,

anddisabilities.

ShakamakElementarySchoolislocatedintheruraltownofJasonville,Indiana,

wherethepopulationisaround2,200residents.Mostoftheresidentsarethatof

Caucasiandecentandlowincome.Theincomepercapitais$17,310,whilethemedian

householdincomeis$27,569,whichresultsintheschoolbeingaTitleOneschool.

Therearetwentytwostudentsintheclassroom,exceptformathwhenonethirdgrade

studentcomesintotheclassroom.Thestudentsaredividedintoteamswitheachteam

havingfivetosixstudents.Thestudentseachhavetheirowndesk,whicharethenpushed

togethertoformtheirteams.TherearefivestudentsthatarecategorizedasTitleOneand

threestudentsthatareinthehighabilityprogram(otherwiseknownasgifted.)

b. FamilyandStakeholderCommunicationandCollaboration

2
Familyandcommunityresources:Identifythreefamilyand/orcommunity

resourcesyoucouldusetosupportstudentlearning(forexample,guestspeakers,

fieldtrips,etc.).

Threefamilyand/orcommunityresourcesIcouldusetosupportstudentlearning

areguestspeakers,fieldtrips,andvisitinglocalcommunitybusinesses.WhileIwas

completingmypracticumatShakamakElementary,theschoolhadaBirdsofPrey

presentation.TheAmericanEagleFoundationbroughtdifferenttypesofbirdsforthe

studentstoseeinaction.Thestudentswereabletoseethedifferencesbetweenbirdsand

learnabouttheirenvironments.Studentsalsolearnedabouttheimportantrolesbirdsplay

intheecosystem.GuestSpeakers,liketheBirdsofPreypresentationhelpstudents

learnthingsdifferentlyandhelpsthemapplywhattheyarelearningintheclassroomto

reallifesituations.ShakamakStateParkisafewmilesawayfromtheschool.Thiswould

beagreatfieldtripforthestudents.Itcouldengagethestudentsinlearningabout

Indianasfish,forest,wildlife,ornaturalhabitatsandtheirconservation.Thefieldtrip

couldalsoteachthechildrenaboutIndianashistoryandculturalresourcesastheyrelate

toIndianaStateParksandReservoirs.Theselearningexperiencessupportavarietyof

subjectsforthestudents.Visitingalocalcommunityresourcesuchasalocallyowned

businesswouldbeagreatwaytohelpstudentslearnoutsidetheclassroom.Another

teacheratShakamakElementaryownsacommercialblackberryfarmthatthestudents

couldvisit.Studentscouldlearnaboutwherethefruitcomesfrom,howitgrows,andthe

processthatthefarmersgothrough.Anothercommunityresourcesuchasthe500

Festival&Indianapolis500ThisEducationprogramwouldbeagoodwayforstudentsto

3
learn.ThisprogramisforIndiana4thgradestudents.Itimmersesthemintotheworldof

theIndianapolis500and500festival,exploringtheirimportantplaceinIndianashistory

andculture.IttiesinwiththeIndianaAcademicStandardsandbringstheclassroom

materialstolife.

Familycommunication:Givetwotothreeexamplesofhowyouwillcommunicate

withyourstudentsfamilies(i.e.,newsletter,classwebsite,personalnotes).

ThreeexamplesofhowIwillcommunicatewithmystudentsfamiliesarethrougha

newsletter,agendabooks,andcomputerapplicationsthatconnectschoolandhome.I

hopetobeabletocommunicatewithmyparentsinavarietyofways.Theseareafew

ways,butnotallofthewaysIplantoimplementclassroomcommunication.
1.) NewsletterIwillbesuretohaveanewsletterthatIsendoutwiththestudentsoncea

week/month.IwanttoprovidetheparentswithanoverviewofwhattopicsIwillbe

coveringandwhattoexpectthatweek/month.
2.) AgendabooksThestudentswillfilloutadailyagendabookwiththeirhomework.I

wanttheparentstosign(orinitial)theiragendabookeverynight,lettingmeknow

thattheysawwhetherthestudenthadordidnothavehomework.Iwillcheckthe

agendabooksdailyandletparentsknowthatiftheyhaveanyquestionstheycan

writethemintheagendabook.
3.) RemindAppTheRemindAppisanexcellentwaytokeepintouchwiththeparents.

Theappisacommunicationtoolthathelpsteachersreachstudentsandparentswhere

theyare.Itallowsteacherstocommunicatefasterwithrealtimemessagingforyour

school,group,orevenasingleparent.Withthisappyoucanalso:schedulereminders

aheadoftime,reacheveryoneyouneedtoreach,sendtextmessagesstraighttoany

4
phone,translatemessagesintomorethanseventylanguages,seewhoisreadingyour

messages,andplanimportantactivitieswiththeRemindApp.

Familyinvolvement:Identifyonewayyoucaninvolvefamiliesduringaschool

basedactivity(i.e.,parentvolunteers,OpenHouse,parentchaperonesduringafield

tripordance,bandboosters,etc.).

OnewayIcaninvolvefamiliesduringaschoolbasedactivityisthroughparents

volunteeringtheirtimetohelpintheclassroom.ParentVolunteersintheclassroomand

parentchaperonesonfieldtripsarebothvitalforthestudents.Volunteerscanenable

studentstopersonalizeinstruction,broadenstudentsexperiences,andstrengthenschool

communityunderstandingandrelations.Itisimportanttohaveestablishedgood

communicationwiththeparents.Asateacher,youmustcreateaschoolclimateand

structuresthatsupportfamilyinvolvement.

Familyinvolvement:Describeonespecifichomeactivityrelatedtooneofyour

lessonplansyoucouldsuggestforfamiliestodothatwouldsupportstudent

learning,example:oralhistory,readingwithstudents.

Onespecifichomeactivityrelatedtooneofmylessonplanstoinvolveparentsto

supporttheirchildslearningisamultiplicationgame.Laynisfamilycouldbeinvolved

withhermultiplicationtablesinavarietyofways.ThereareseveralgamesthatIwould

suggestforthemtoplay.Theparentcoulddrawapopsiclestickoutofacupwitha

multiplicationproblemonitforLaynitosolve.Theycouldrepeatthisprocessallowing

hertoansweravarietyofmultiplicationproblemstoworkonhermultiplicationtables.

Theparentscouldincorporateprizesoragoalifshegetsacertainamountcorrect.

5
DaltonWithDaltonandhisreadingcomprehension/fluency,Iwouldsuggestforhimto

readashortstorytohisparentsworkingonhisreadingfluency.Hecouldevenreadthe

storytothemseveraltimestryingtobecomemorefluenteachtime.Thecouldthentalk

aboutwhathappenedinthestoryasafamily.Theparentswouldneedtoputemphasison

Daltongivingthemasmanydetailsashecanrecallaboutthestory.

TEACHINGCONTEXTDESCRIPTION


Class/ClassroomInformation

1. Gradelevelsinclass(listallthatapply):__4
grade(onestudentformaththatisin3
th

rd

grade

2. Agesinclass(listallthatapply):_8,(onestudentformath)9,and10years

old__________

3. Numberofstudentsenrolledinclass:_22students(23formath)

______________________

4. Numberofstudentstypicallypresent:_22students(23for

math)______________________

5. Timeavailableeachdaytoteachallstudents(inthisclass):810:40,11:3011:45,12:45

3:00

6. Resources(equipmentandsupplies)availableforthisclass(markone):

6
__XWellequippedandsupplied(forexample,multipletechnologies,sufficientpaperand

supplies)

____Adequatelyequippedandsupplied(accesstotechnologyandappropriatepaperand

supplies)

____Poorlyequippedandsupplied.(limitedtechnologyandsuppliesorrationingof

supplies)

7.Community,districtandschoolfactors.Addressgeographiclocation,community

andschoolpopulation,socioeconomicprofileandrace/ethnicity.Stabilityof

community,political,climate,communitysupportforeducation,andother

environmentalfactorsmayalsobeaddressed.ConsultIndianaDepartmentof

Educationwebsite,schooldistrictwebsite,ChamberofCommerce(ifavailable)for

information.

ShakamakElementarySchoolislocatedinJasonville,Indiana.Thepopulationis

around2,200residents.MostoftheresidentsareCaucasianandoflowincome.The

schoolpopulationofShakamakis429studentswith444ofthosebeingCaucasian.There

arenoAfricanAmericanstudents,noAsianstudents,tenHispanicstudents,andfive

multiracialstudents.Thegenderisdividedbyfiftythreepercentmaleandfortyseven

percentfemale.Forthesocioeconomicaspect,thereare197studentsthatpayfortheir

breakfastandschoollunches,whichisfortytwopercentofthestudents.Fiftyeight

7
percent(or262students)ofstudentsreceivefreeorreducedlunchesbasedontheir

parentsincome.ShakamakElementaryhastheschoolaccountabilitygradeofaBbased

ontheresultsoftheIndianaStatewideTestingforEducationalProgress(ISTEP)data.

IndividualDifferences

1.Numberofstudentsinclasswithdiverselanguages:__None_______________________

2.NumberofstudentsinclasswithIEPs:___None__________________________________

3.Numberofstudentsinpulloutorsupplementaryprograms:

__5__TitleI__3__Gifted__0__RTI_0___Other:

4.Patternsofdevelopment(numberofstudentstypicallyateachlevel)

____Atypical __22__Typical __1__Advanced

Noteotherclass/classroomconditions,ifany,thathavecausedyoutoadjust

instructioninsomeway:

Therehavebeennootherclassorclassroomconditionsthathavecausedmetoadjustmy

instructioninanywayforeitherstudent.

8
Step2:AssessmentofPriorKnowledge(EstablishmentofaBaseline)

Describehowyouwilldeterminewhatthestudentorgroupofstudentsknow.

Describehowthiswillbemeasured.
Foreachstudent,Iwillestablishabaselinebasedontheareaofstudytheyare

goingtobeworkingon.Layniwilltakeapretestthathasmultiplicationfacts110tosee

ifshestruggleswiththesingledigitmultiplicationingeneral,oriftherearespecific

numbersthatsheishavingahardtimewith.WithDaltonfocusingonhisreading

fluency,Iwillhavehimreadaloudapassageforoneminute.Wordsthatareskippedor

pronouncedincorrectlyarenotcounted.Thenumberofcorrectwordsreadiscountedand

thistotalwillequalhisoralreadingfluencyrate.

Describehowyouwillpreassessstudent/spriortoteachingthe/aseriesoflessonson

aconcept,topicorsubject.Bespecificastohowyouwillpreassesseachmeasurable

learninggoal.Youareestablishingabaselinetobeusedwhencomparingthe

studentsfinalperformance.

TopreassespriorknowledgeIwillcreatealearninggoalforeachstudentby

usingthesmartacronym:
SisforSpecific
MisforMeasureable
AisforAppropriate
RisforRealistic
TisforTimeLimited
Laynislearninggoalistobecomemorefluentinhermultiplicationfacts.Iwill

administerapretesttomeasureLaynismasterylevelonmultiplicationfacts.Mygoal

formasteryis80%.Aftergivingthetest,Iwillfocusontheexactareasthatsheis

strugglingwithifitisaspecificnumber,wewillfocusonthat.

9
ForDalton,Iwillgiveapretesttomeasurereadingfluencyandwork

comprehension.Daltonslearninggoalistobecomemorefluentreadingandincreasing

hiswordcomprehension.Iusedpassagesof100wordsforhimtoreadandwasableto

writedownthenumberofwordshesaidfluentlyandgotcorrect.IalsotooknoteswhenI

askedhimquestionsaboutwhathappenedinthepassage.

ProvideacopyoftheAssessment(s)ofPriorKnowledgeyouwilluse(pretest,

KWL,anticipationguide,rubric).Remembertheassessmentwillbescoredwith

numbersthatcanbecomparedtotheassessmentofStudentLearningingraph

form.

10
11
12
Step3:PlanningInstruction

Providelesson/activityplansthatrepresentaseriesoflessonsonaspecificconcept,

topic,orsubjectthatyouwillteach.Thelessons/activitiesshould:
a. Provideevidenceofcompetencyincreating,evaluating,and

incorporatingdevelopmentallyandculturallyappropriatematerialsinto

theinstructionalplansbasedontheStateAcademicStandardsor

FoundationsforYoungChildren.

13
SMWC Lesson Plan Template
Lesson Plan Title Multiplication Facts of 6

Developed by: Dani Roach School: Shakamak Elementary


th
Grade level: 4 Grade
Subject: Math
Standards:
3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.
4.C.2: Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-
digit numbers, using strategies based on place value and the properties of operations. Describe the strategy
and explain the reasoning.
4.C.4: Multiply fluently within 100.
4.C.7: Show how the order in which two numbers are multiplied (commutative property) and how
numbers are grouped in multiplication (associative property) will not change the product. Use these properties
to show that numbers can by multiplied in any order. Understand and use the distributive property.
4.AT.3: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 7 as a statement that
35 is 5 times as many as 7, and 7 times as many as 5). Represent verbal statements of multiplicative
comparisons as multiplication equations.

Learning Outcomes Materials


The student will become more fluent in multiplication facts. (in Dice
the multiplication facts of 6) Computer
- www.multiplication.com
Notebook paper (lined)
The student will recognize patterns in multiplication for
Pencils
products involving one-digit factors
The student will understand and use the zero property for
multiplication and the property of one as a factor in
multiplication.

14
Technology (age &
program appropriate)

o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies

Prior Learning Connections


The student will use prior knowledge from both third and fourth grade where she has worked on her multiplication
tables.

Differentiation/Accommodations
Enrichment: The student could play the multiplication facts games on the www.multiplication.com
website during her spare time, computer lab, or at home for fun and learning.
Accommodations: If the student is struggling, have her write down all of the multiplication fact
tables of six. She could also read out loud the problems to the teacher to work on repetition.

Special Concerns
Layni has special one-on-one time with me when no other students are in the classroom. This will limit the amount of
distractions and allow her to have complete focus on the lesson at hand.
(Classroom management items, medication information, etc).

Assessment

Formative Assessments
The teacher will check for automaticity in an ongoing matter. It can be as simple as calling out facts for the student
throughout the day while waiting in line, walking in the hallway to the next class, during free time, or transitions. The
student will call out products as quickly as they can. A variety of games can be used as tools to assess students
and promote memorization

Summative Assessment
The student will complete another multiplication chart after the lesson to see if there has been any growth since the
pre-assessment.

15
Procedure

Before Explain what she missed on the pre-test.


the Explain that most math memorization happens best with a lot of practice. Tell her she struggled most with the
lesson 6 and 8 multiplication facts.
Teach her the 6 trick where you take the other number you are multiplying by 6 and hold up that many
fingers. Count by multiples of five for each finger being held up. Then after counting by fives, go back and
count each finger by 1.
Model the strategy for the student several times and then do it together for understanding.

Durin Have a pair of dice, put one on the six and have the student roll the other one. Do the math UDL
Guidelines
g the problem between the 2 numbers to work on the low number end of the multiplication tables of 6.
lesson Have the student write down the problems that she works out and then read them out loud. See
Next, have the student log onto www.multiplication.com and choose the game that focuses on http://www.udl
the multiplications of 6 facts. center.org/abo
utudl/udlguidel
Explain to the student that if she is struggling with a specific problem, she should use the 6
ines
trick and then write down the multiplication problem 5 times on a piece of notebook paper since
repetition is vital. (Student could also read the problems out loud to reinforce this.)

After The student should complete another assessment of all the multiplication facts, not just the 6s. This will put the
the big picture at hand to see if the child is making any improvements.
lesson

Notes/Reflections
Layni is engaged in the multiplication game online and loves playing. She plays at home and it
seems to be helping her facts, as well.

16
SMWC Lesson Plan Template
Lesson Plan Title Multiplication Facts of 8

Developed by: Dani Roach School: Shakamak Elementary


th
Grade level: 4 Grade
Subject: Math
Standards:
3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.
4.C.2: Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-
digit numbers, using strategies based on place value and the properties of operations. Describe the strategy
and explain the reasoning.
4.C.4: Multiply fluently within 100.
4.C.7: Show how the order in which two numbers are multiplied (commutative property) and how
numbers are grouped in multiplication (associative property) will not change the product. Use these properties
to show that numbers can by multiplied in any order. Understand and use the distributive property.
4.AT.3: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 7 as a statement that
35 is 5 times as many as 7, and 7 times as many as 5). Represent verbal statements of multiplicative
comparisons as multiplication equations.

Learning Outcomes Materials


The student will become more fluent in multiplication facts. (in Paper
the multiplication facts of 8) Markers
Stapler
Notebook paper
The student will recognize patterns in multiplication for
Pencil
products involving one-digit factors
The student will understand and use the zero property for
multiplication and the property of one as a factor in
multiplication.

17
Technology (age &
program appropriate)

o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies

PriorLearningConnections
Thestudentwillusepriorknowledgefromboththirdandfourthgradewhereshehasworkedonher
multiplicationtables.

Differentiation/Accommodations
Enrichment: The student could play the multiplication facts games on the www.multiplication.com
website during her spare time, computer lab, or at home for fun and learning.
Accommodations: If the student is struggling, have her write down all of the multiplication fact
tables of eight. She could also read out loud the problems to the teacher to work on repetition.

SpecialConcerns
Laynihasspecialoneononetimewithmewhennootherstudentsareintheclassroom.Thiswilllimitthe
amountofdistractionsandallowhertohavecompletefocusonthelessonathand.
(Classroommanagementitems,medicationinformation,etc).

Assessment
Formative Assessments
The teacher will check for automaticity in an ongoing matter. It can be as simple as calling out facts for the student
throughout the day while waiting in line, walking in the hallway to the next class, during free time, or transitions. The
student will call out products as quickly as they can. A variety of games can be used as tools to assess students
and promote memorization
Summative Assessment
The student will complete another multiplication chart after the lesson to see if there has been any growth since the
pre-assessment.

18
Procedure
The student will create a flip book to help with the multiplication table facts of 8.
Before The student should write her multiplication facts:
the 8 x 0=0
lesson 8 x 1=8
8x2=16
8x3=24
8x4=32
8x5, 8x6, 8x7 ,8x8, 8x9, and 8x10.

Durin The student should be given blank pages of paper. The student should be told to fold each page UDL
Guidelines
g the in half and staple the pages together in the crease in the middle.
lesson Each page should have the problem on front of the page. See
On the back of the page, the student should have the problem written again with the answer. http://www.udl
The student should do this for each problem from 8x0 to 8x10. center.org/abo
utudl/udlguidel
Have the student read the problems to you and practice doing them with you.
ines

After The student should complete another assessment of all the multiplication facts, not just the 8s. This will put the
the big picture at hand to see if the child is making any improvements.
lesson

Notes/Reflections
I am proud of the improvement that Layni is giving and the effort she is putting forth. She practices
her multiplication tables on her own time.

19
SMWC Lesson Plan Template
Lesson Plan Title Reading Fluency Part 1

Developed by: Dani Roach School: Shakamak Elementary


th
Grade level: 4 Grade
Subject: Reading/Language Arts
Standards:
4.RF.1 Apply foundational reading skills to demonstrate reading fluency and comprehension.
4.RL.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when
drawing inferences from the text.
4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend, or novel; identify the theme and
provide evidence for the interpretation.
4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific details in the text,
and how that impacts the plot.
4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
4.RV.1 Build and use accurately general academic and content-specific words and phrases.
4.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a
nonfiction text relevant to a fourth grade topic or subject area.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) on grade-appropriate topics and texts, building on others ideas and expressing personal ideas clearly.
4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
4.SL.3.2 Identify and use evidence a speaker provides to support particular points.

Learning Outcomes Materials


The student will become more fluent in his reading. Stopwatch
The student will work on his comprehension skills. Reading Passage
The student will work on building his vocabulary. Pencil
Dictionary
Notebook Paper

20
Technology (age &
program appropriate)

o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies

Prior Learning Connections


Prior to the lesson, the student should have been taught in guided practice what fluency is. The
student should use their prior knowledge to read the passage.

Differentiation/Accommodations
Enrichment: The student can always practice their reading skills at home by reading out loud to
their parents and conversing what the story was about.
Support: If the passage proves to be too difficult or uninteresting to the reader, switch to an easier
or more engaging passage.

Special Concerns
The teacher should be familiar with teaching fluency and what fluency includes (speed, accuracy,
intonation) and also familiar with how to use a Timed Reading chart (which is the assessment.)
(Classroom management items, medication information, etc).

Assessment

Formative Assessments
Read the students body language when practicing their reading. Have the students ask any questions they may
have.
Summative Assessment
Use the Timed Reading Chart and the passage to evaluate the students passage.

21
Procedure

Before Today we are going to learn more about reading fluency. A fluent reader is like a good ice skaterhe does not
the stop and start, he skates at a quick pace (but does not concentrate on speed) and he expresses himself while
lesson he skates. Fluent readers work the same way. They are able to read all of the words correctly, at the right
speed, in chunks that make sense, and with feeling.
Introduce new and difficult words in the passage to the child and provide practice reading those words before
they read on their own.
The first read begins with activating background knowledge. The student should look at the passage
illustration and the caption. He should think about what he already knows about the topic.
Ask the student to scan the passage looking for new and familiar words In their passage and underline them.
Ask the student what challenging words they found and then you provide a brief definition of those harder
words or look them up together in the dictionary.

Durin Have the student read the passage silently. He can take as much time as he needs. UDL
Guidelines
g the Now ask the student to read the entire passage out loud to practice.
lesson After the student reads, model how to read the text. By listening to good models of fluent See
reading, students learn how a readers voice can help written text make sense. http://www.udl
Once you model how to read the text, have the student reread it. By doing this, the student is center.org/abo
utudl/udlguidel
engaging in repeated reading. Have the student read a text four times to improve fluency. ines

After Evaluate the students passage.


the
lesson

Notes/Reflections
Reading fluency is not something that is developed quickly. Although you can tell an improvement, I
think this would have worked better had it been a long-term project and not a two lesson
assignment.

22
SMWC Lesson Plan Template
Lesson Plan Title Reading Fluency Part 2

Developed by: Dani Roach School: Shakamak Elementary


th
Grade level: 4 Grade
Subject: Reading/Language Arts
Standards:
4.RF.1 Apply foundational reading skills to demonstrate reading fluency and comprehension.
4.RL.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when
drawing inferences from the text.
4.RL.2.2 Paraphrase or retell the main events in a story, myth, legend, or novel; identify the theme and
provide evidence for the interpretation.
4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific details in the text,
and how that impacts the plot.
4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
4.RV.1 Build and use accurately general academic and content-specific words and phrases.
4.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a
nonfiction text relevant to a fourth grade topic or subject area.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) on grade-appropriate topics and texts, building on others ideas and expressing personal ideas clearly.
4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
4.SL.3.2 Identify and use evidence a speaker provides to support particular points.

Learning Outcomes Materials


The student will become more fluent in his reading. Stopwatch
The student will work on his comprehension skills. Reading Passage
The student will work on building his vocabulary. Pencil
Dictionary
Notebook Paper

23
Technology (age &
program appropriate)

o Webcam
Check all that apply o Digital camera
o Teacher laptop o Document camera
o SMART Board o Digital microscope
o LCD projector o Video camera
o SMART Senteos o Scanner
(class set) o Colour printer
o Computers o Calculators
o iPad or tablet o FM system
o iPod or mp3 player(s) o Other-
o Early childhood ______________
learning technologies

Prior Learning Connections


Prior to the lesson, the student should have been taught in guided practice what fluency is. The
student should use their prior knowledge to read the passage.

Differentiation/Accommodations
Enrichment: The student can always practice their reading skills at home by reading out loud to
their parents and conversing what the story was about.
Support: If the passage proves to be too difficult or uninteresting to the reader, switch to an easier
or more engaging passage.

Special Concerns
The teacher should be familiar with teaching fluency and what fluency includes (speed, accuracy,
intonation) and also familiar with how to use a Timed Reading chart (which is the assessment.)
(Classroom management items, medication information, etc).

Assessment

Formative Assessments
Read the students body language when practicing their reading. Have the students ask any questions they may
have.
Summative Assessment
Use the Timed Reading Chart and the passage to evaluate the students passage.

24
Procedure

Before Introduce a new passage to the student. It should be too long to memorize (150-200 words)
the Have the student read the passage quietly and repeat the process from yesterday where he can underline the
lesson words.

Durin Read the passage out loud for the student. UDL
Guidelines
g the Discuss with the student what the reading sounded like. What was my speed? Was it accurate?
lesson Did it have a lot of expression? See
Do some non-examples for the student: read too slow, inaccurately, no expression. Discuss http://www.udl
what the reading sounded like. center.org/abo
utudl/udlguidel
Have the student practice reading the passage with you. Work on the areas the student needs ines
to improve with.
Ask the student what the author wants them to remember about the passage, which works on
reading comprehension additionally.

After Evaluate the students passage.


the
lesson

Notes/Reflections

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b. Includeachartofsequentialteachingactivities.ListtheStateAcademic

StandardsorFoundationsforYoungChildrenandobjectivesandbriefly

describetheactivitiesandassessmentforeachlesson.IdentifytheAcademic

StandardsorFoundationsthatconnecttoyourownlessonplan

outcomes/objectives.Theactivitiesshouldreflectbestpracticesthroughavariety

ofinstructionalstrategies/techniques.

Step4:Implementation:Teaching&Learning

Describeanassessmentplantomonitorstudentprogresstowardlearning

outcomes/objectives.

TheassessmentplanthatIusedwithLayniandhermultiplicationfactswasIgavehera

littlequizafterthelessontoseeifshehadimprovedany.WithDalton,Ihadhimreadapassage

andcheckedonhisfluencyandhowmanywordshesaidcorrectly.

Describehowtechnologywillbeusedintheplanningand/orinstruction.Ifthereisnoplan

touseanyformoftechnology,provideaclearrationaleforitsomission.

IusedtechnologywithElayniandhermultiplicationfacts.Shewasabletoplayan

interactivegametoworkonherfacts.Sheenjoyedplayingthegameanditseemedtoreallyhelp

withherfacts.Shewrotedownthewebsiteforthegamesothatshecanplayathome.With

Dalton,welistenedtoafewpassagesbeingreadonlineinteractivelysothatwayhewouldget

moreexamplesoffluentreading.
Describetheassessmentsthatyouwillconductbefore,during,andafterinstruction.The

assessmentshouldbealignedwiththeoutcomes/objectives,containbothqualitativeand

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quantitativedata.Theseassessmentsshouldauthenticallymeasurestudentlearningand

mayincludeperformancebasedtasks,paperandpenciltasks,orpersonalcommunication

TheassessmentsweremultiplicationfactsthatIdesigned.Iusedthisassessmentasapre

andposttest.LayniIusedmultiplicationfactsandhadhersolvethem.Iwrotedownthenumber

thatshegotcorrectaftereachlesson.Thisshowedmethatshewasimprovingwithher

memorizationofmultiplicationfacts.IalsowouldquizherthroughoutthetimeIwasat

ShakamakElementaryduringextratimeandtransitions.ThereadingassessmentIusedforboth

preandposttestsasareadingpassageconsistingof100words.Daltonhadtoreadapassageof

100words,andIwouldwritedownthenumberofwordsthathereadfluentlyandgotcorrect.

Daltonwasabletoreadmorefluentlyattheendofhislessonsandscoredhigheronapassage.

Afteradministeringthepreassessment,analyzestudentperformancerelativetothe

learningoutcome/objectives.Createatable,graph,orcharttodepicttheresultsofthepre

testtoclearlyindicatethebaselineofperformance.

Layni's Multiplication Facts

Number of Questions Column1

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Dalton's Reading Fluency

Number of Words Column1

Showevidenceofreteachingandadaptinglessons/activitiesbeyondtheoriginallessons.

Howisstudentperformanceaffectedbyreteachingoradaptation,pleaserefertothe

baseline.

(SeeattachedlessonplansfromStep3.)Mybaselinewas80%accuracy.Myinstruction

wasaddressingmultiplicationfactsthatLaynihadnotmasteredonthepretestandreviewing

strategiestoimproveDaltonsfluencyfromthepretest.

Step5:AssessmentResultsandAnalysisofStudentLearning

Analyzetheassessmentdata,includingpre,formative,andpostassessmentstodetermine

studentsprogressrelatedtothelessons/unitlearningoutcomes/objectives.

BasedonthescoresfromLayniandDaltonspretests,InoticedthatLaynistruggled

withmultiplicationfactsfor6sand8s.Duringmylessonswithher,Iobservedthatshe

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wasimprovinginmasteringthosefacts.Shestartedwitha47percentwiththepretest.

Aftershetooktheposttest,sheimprovedby36%,completingthetestwithan83%.

Daltonspretestindicatedthathewasscoringata62%.Aftercompletingthelessons

withDalton,hisposttestshowedthathisscoreincreasedtoan80%.Thisshowsthat

Daltonsfluencywasimproving.

Step6:ReflectionandSelfAnalysis

Sincetheconclusionoftheworksample,whathaveyoudonetohelpstudentsaccomplish

theobjectivesandimprovetheirlearning?

Sincethecompletionoftheworksample,IstillcontinuetoworkwithLayniandDalton

both.IregularlywillaskLaynimultiplicationfactsrandomlythroughouttheday.Therepetition

isimportantwithherbeingabletorememberthefacts.Shetoldmethatherparentsstillwork

withherathome,aswell.IalsohavehadDaltonreadpartsofhisassignmentstomeduring

worktime.Iwillhavehimreadquestions,passages,oreventheboardtoworkonhisfluency.

Whatwastheoriginalexpectedoutcomeofthelesson(s)taught?

Laynisoriginalexpectedoutcomewasthatherknowledgeofmultiplicationfactshas

becomemorefluent.Daltonsoriginalexpectedoutcomewastoimproveonhisreadingfluency.

Whatwereyourassumptionsofthestudentsknowledgepriortoteachingthelesson?

Priortoteachingthelessons,Iwastoldthechildrenhadstrugglesinthoseparticular

areas,soIwasreadytoseetowhatextenttheywerelacking.

Basedontheresultyouobtainedandyourexperiencewiththisbodyofinstruction,what

willyoudodifferentlyinplanning,teaching,andassessingthenexttimeyouteachthis

contentorconcept?

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Inmyopinion,Ithinkthatmorethantwoplanswitheachstudentwouldhelp

tremendously.Thestudentswouldbenefitmorewithmorehelp.Theconceptscouldbegoneinto

moredetailandbothstudentswouldbeabletohavemorepracticewiththesubjectmatterbeing

workedon.

Whatdidyoulearnaboutyourownteachingandassessmentskills?

SinceIcompletedanindepthcasestudylastsemester,Iwasrathercomfortablewiththis

taskathand.However,itwasnotexactlywhatIhadinmind.Duringthecasestudy,Iwasable

toworkwiththestudentforroughlyeightweeks.Withthesestudents,Icreatedtwolessonsper

student,whichwasnotenoughinmyopinion.

Whatadaptationsdidyouneedtomakebasedontheformativeassessmentyoudidduring

thelessons?Howdidyouadaptyourinstructionforindividualneeds?

Thestudentsseemedtobeprogressinginareasonablemanner.Therearesome

improvementsthatcouldbemadeonbothofthestudentsparts,butIfeellikethatwillprogress

withtimeandpractice.

Doestheevidencesupportactualstudentlearning?

Theevidencedoessupportactualstudentlearning,whichisshowninthescoresofthe

assessment.

Evaluatethestrengthsandweaknessesofyourownteaching.

Everyteacherhasbothstrengthsandweaknesses.Asabeginningteacher,IknowthatI

havebothstrengthsandweaknesses.Oneofmystrengthsisconsistentlyreflectingonmy

practiceandlookingforwaystoimprove.Iamflexibleandhaveawillingnesstoalwayslearn

andtrynewthings.SomeideasthatIhaveinmindmightnotworkasexpected,soIamwilling

andabletofindnewwaystoadaptmyplanforittoworkbestintheclassroom.Ithinkanother

strengthofmineisbeingopentosuggestionsandcriticism,whichisvitalfornewteachers.Ilike
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totakeeverythinginandpushmyselftobethebestthatIcanbe.Itakeprideinhavingagood

rapportwiththestudentsasateacher.Itisimportanttoestablishgoodrapporttohaveagood

relationshipwiththestudents.CreativityisanotherstrengthofminebecauseIamalways

thinkingofnewandinterestingwaystoconceptualizeideasandplannewprojectstoengagethe

studentsinafun,interactiveway.
Ithinkthatoneofmyweaknesseswouldbetimemanagement.Itendtooverplanandam

notabletofiteverythingIhadonmylessoninthetimeframethatIhaveallotted.Ithinkthisis

somethingthatcomeswithexperienceandtimeintheclassroom.Inadditiontothis,Ithinkthat

apersonalclassroommanagementstylewilltakeyearstodevelopwhatactuallyworksforyou.It

willtakesometrialsandtribulationstoidentifywhatistherightclassroommanagementinyour

ownclassroom.

Identifysomeareasforyourfutureprofessionalgrowth.

ThereareseveralareasthatIwouldliketoworkonformyfutureprofessionalgrowth.Of

course,Iwanttoworkonmyweaknessesoftimemanagementandclassroommanagement

skills.HavingjustrecentlymovedfromGeorgiatoIndiana,Iwanttobecomemorefamiliarwith

theIndianaStandardssincemycomfortisintheGeorgiaStandards.Mygoalistocompletely

understandwhatthosestandardsareandhowtoinfusetheminmyclassroom.

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